by Chandra Williams | Nov 18, 2021 | Equity and Inclusion, Instructional Strategies, School Improvement, Teacher Professional Development
In recent years, educators have been using data to inform courageous conversations about equity and inclusion to create school environments that work for staff, students, and families. And it’s a good thing, too! Students with disabilities may have an IEP, but that...
by Chandra Williams | Nov 5, 2019 | Enrichment, Equity and Excellence, Instructional Strategies, Literacy Instruction, School Improvement, Students At Risk, Teacher Professional Development
The importance of literacy across all school subjects is obvious: If students struggle to read textbooks, novels, worksheets, classroom assignments, and instructional materials, they can find themselves at a huge disadvantage in any classroom. As you teach students...
by Chandra Williams | Sep 3, 2019 | Equity and Excellence, School Improvement, Social Emotional, Students At Risk, Teacher Professional Development
Growing evidence supports Multi-tiered Systems of Support (MTSS) and Culturally Responsive Positive Behavioral Interventions and Supports (PBIS) as practical evidence-based approaches to promote equitable outcomes for your students to reduce opportunity gaps....
by Chandra Williams | Jul 25, 2019 | Equity and Excellence, School Improvement
When we take a step back and look at our communities, it’s easy to understand the importance of equity. When underserved students are provided with a high quality education and individualized support, they are significantly more likely to break generational cycles of...
by Chandra Williams | Feb 24, 2019 | Equity and Excellence, Instructional Strategies, School Improvement, Students At Risk, Teacher Professional Development
When you are responsible for improving your school, there are two major approaches you can take to achieve your goals. Many school leaders think that the best way to approach a problem is by focusing on the deficits (or whatever isn’t working), while others argue that...
